Customer Record Card

GRADUATE PROGRAMS IN EDUCATIONAL LEADERSHIP

EL 5813 FIELD STUDY IN ADMINISTRATION AND SUPERVISION I

APPLICATION

Once the above information has been provided and district administrators’ signatures are obtained, please schedule an appointment with the Coordinator of Graduate Programs in Educational Leadership. The contact number is: (908) 737-5970

Application Deadlines:FALL -Last Friday in February

SPRING -First Friday in October

SUMMER -Third/Fourth Friday in January (NOTE: Interns may start in Summer I but must still complete 15 weeks)

GRADUATE PROGRAMS IN EDUCATIONAL LEADERSHIP

EL 5813 FIELD STUDY IN ADMINISTRATION AND SUPERVISION I

APPLICATION

Please provide a general list of projects and activities

(see projects and activities listed at the end of this document)

GRADUATE PROGRAMS IN EDUCATIONAL LEADERSHIP

EL 5813 FIELD STUDY IN ADMINISTRATION AND SUPERVISION I

APPLICATION

Description

A three (3) credit supervised field experience is a requirement for the Master of Arts Degree and Certification in School Administration. Specific activities are planned in cooperation with sponsoring school districts. Special emphasis is placed on student involvement with functional responsibility for tasks related to the student’s major field or concentration of study.

Eligibility

1. The supervised field study is open to matriculated students who have maintained a minimum grade point average of 3.0 (B), and have completed a substantial portion of the course work required in their particular programs. (12-15 credits in the Post-Master’s Certification; 24 credits in the Master of Arts program).

1. Enrollment is subject to the approval of the cooperating School Administrator and the Program Coordinator at Kean University.

1. The student must submit a proposed plan identifying the general areas of responsibilities and tasks to be undertaken as field experiences. This plan should be geared toward the Standards for Advanced Programs in Educational Leadership set forth in Appendix E of the Student Handbookand must be approved by the designated School Administrator in your district and the Program Coordinator at Kean University prior to registration.. Suggested projects and activities keyed to the standards are attached. While all activities need not be completed, it is expected that Principal and Supervisor candidates will gain experience under each of the standards. All plans are subject to the final approval by the course instructor.

Field Experience Goal

To expose students to a wide variety of activities and experiences geared toward the achievement in Educational Leadership. Please refer to Appendix E of the Student Handbook for a complete listing of outcomes.

Field Experience

1. The field program requires that the student undertake a series of major projects and assist in the procedural routines or duties of an administrative or supervisory nature.

1. Interns are expected to devote a minimum of 2 hours per day to their field study. This must include time during the school day, but may also include activities before and/or after school. Task areas can be combined in projects.

1. The pattern of field experiences should be designed to reflect the major thrust of the student’s program: Principalship, Supervisor, School Business Administrator. No two students will necessarily have the same projects and activities, especially as projects will be designed to meet a special need for the particular school and school district in which the student is doing the field experience.

GRADUATE PROGRAMS IN EDUCATIONAL LEADERSHIP

EL 5813 FIELD STUDY IN ADMINISTRATION AND SUPERVISION I

APPLICATION

Class Meetings

1. The emphasis is on field work and experience, therefore, a minimum number of class meetings with the university instructor will take place on campus.

1. The purpose of the class meetings will be:
2. to refine the proposed field activity
3. to report on programs
4. to review common problems
5. to discuss selected readings pertinent to administration and supervision

The schedule of class meetings will be announced to students at the beginning of the field experience semester.

1. Field consultants may be invited to discuss special aspects of the Administration/Supervision process and act as advisors for problem solutions.

Site Visits

At least one site visit will be made by the Field Experience Instructor during the semester. Additional visits and/or telephone conference will be held as needed.

Functional Expections

1. The proposal will be developed by the Intern in consultation with school district personnel.

2.The Intern will keep a log of all activities.

3.The Intern will be required to develop a comprehensive portfolio which demonstrates attainment of the Standards.

4.The Intern will be required to complete a reflective journal which addresses affective components of his/her experience.

Controls

1. Supervision of field experiences will be maintained through site visits and conferences with the students and through the field supervisor.

1. A record of all time spent on the project will be maintained and signed by the field supervisor.

Final Evaluation

The final letter grade will be determined by the University Instructor following consultation with the cooperating local school administrator, and will be based on the quality of the final plan and its implementation. The field supervisor will be asked to prepare a written evaluation.

EL 5813 & 5814 FIELD STUDY IN ADMINISTRATION AND SUPERVISION I & II

PROJECTS AND ACTIVITIES*

(Elements of Standards for Advanced Programs in Educational Leadership)

The following are required activities and projects for the internship. Itis not expected that all be completed in a single field study course:

1. Candidates are required to begin a portfolio of experience gained in the first 6 ELCC

Standards at the start of their graduate program. The portfolio is completed with

experiences gained in all 6 areas during the internship. The portfolio is assessed jointly

by the mentor and the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)

2. Candidates continuously discuss actual situations and actions taken with their mentor and

are required keep a reflective journal of their experiences during the internship. The

journal is reviewed only by the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)

3. Candidates are required to complete a daily log of all activities performed under the

internship. The mentor signs each entry to verify the performance of assigned tasks. The

university supervisor reviews each entry for completion and verification that the

candidate is averaging at least 10 hours per week on the internship. (7.1, 7.2, 7.3, 7.4, 7.5)

4. Candidates do one of the following:

a. Chair or participate on a committee to develop a mission statement for their

school or department.

b. Chair or participate on a committee to review the school or department’s current

mission statement and recommend changes.

c. Do a case study of the development of the current school or department mission

statement.Assessment is based on the process and final product. (1.1)

5. Candidates prepare a PowerPoint presentation regarding the school or department’s

activities resulting from the mission statement and deliver it to the staff, PTA, Board of

Education and/or local service organizations. Candidates are assessed on the quality of

the presentation. (1.2, 1.3, 1.4, 1.5, 4.1)

6. Candidates complete an analysis of the culture of their school or department and develop

and carry out (assuming permission to do so can be obtained) an action plan for

improvement if necessary. Candidates are assessed on the thoroughness of the process

and reports to the mentor. (2.1)

7. Candidates plan and carry out an action research project aimed at improving student

learning in their school and department. This project begins in IEL 5030 Educational

Research and is completed during the second semester of the internship. Each of the

several steps is assessed along the way by the university supervisor. (2.2, 2.3)

8. Candidates assist in the observation and evaluation of a small group of volunteer

teachers. Experience is gained in pre-conferencing, lesson analysis, post-conference

planning, conferencing, observation reporting, summative evaluation and the

development of Professional Development Plans (PDP’s). Candidates are assessed on the

quality of their documentation and feedback from the teachers in the group. (2.4)

9. Candidates assist the mentor with the activities that go into the development and

presentation of the proposed budget for the school or department. These activities include

working with staff to determine needs based on program requirements and the school’s

mission, to prioritize budget requests to fit within constraints imposed by central office,

and to complete the documentation necessary to move budget requests forward.

Candidates will employ the computing power available within the district as well as

personal computing to assist in completing the tasks. Candidates will be assessed on their

thoroughness and efficiency in completed assigned tasks. (3.1, 3.2, 3.3)

10. Candidates assist the mentor with the activities that go into the development and

presentation of the schedule for the school or department. Activities include

determination of course tallies where applicable; the application of district policies on

class size and student placement; the recommendation of the assignment of staff to

classes or sections based on programmatic, legal and contractual constraints; and meeting

with staff to gain their input into scheduling decisions. Candidates will employ the

computing power available within the district as well as personal computing to assist in

completing the tasks. Candidates will be assessed on their thoroughness and efficiency in

completed assigned tasks. (3.1, 3.2, 3.3)

11. Candidates assist the mentor with carrying out the activities that go into the daily

operation of the school or department. Activities include the maintenance of an orderly

and safe environment for Candidates and staff; maintenance of an orderly and efficient

flow of information within the school or department and with the school community;

assisting staff in their efforts to deliver the school’s curriculum; to the extent possible

because of legal and contractual constraints, the evaluation and supervision of staff; and

oversight of the school or department’s business operations including the generation of

orders, the checking in of materials, the communication with the district’s business office

and the maintenance of the school’s financial records. Candidates will employ the

computing power available within the district as well as personal computing to assist in

completing the tasks. Candidates will be assessed on their thoroughness and efficiency in

completed assigned tasks. (3.1, 3.2, 3.3)

12. Candidates make at least one presentation to the PTA to gain their support or elicit their

input on issues that are relevant to the school or department. Candidates are assessed on

the quality of the presentation. (4.1)

13. Candidates plan and administer a parent survey regarding some aspect of their school or

department. Data are collected and analyzed a course of action is recommended.

Candidates will be assessed on their thoroughness and efficiency in completing the task.

(4.1, 4.2)

14. Candidates assist the PTA, a booster group, school foundation or student group with the

planning and carrying out of a fund raising activity. Candidates will be assessed on their

thoroughness and efficiency in completing the task. (4.3)

15. Candidates assist the mentor in working with local, county and state agencies. Candidates

will be assessed on their thoroughness and efficiency in completing the task. (4.3)

16. Candidates develop and perform by a personal code of ethics that is consistent with the

mission of the school or department, accepted practice and professional leadership

associations. The document and performance of the candidate will be assessed by the

mentor and university supervisor. (5.1, 5.2, 5.3)

17. Candidates complete review and analyze school policies and practices to insure that all

students are treated fairly regardless of race or gender and that school personnel are

sensitive to the needs of all students. Candidates are assessed on the thoroughness of the

final report and recommended plan of action. (5.1, 5.2, 5.3)

18. Candidates attend a number of Board of Education meetings and develop an analysis of

the dynamics of the decision making process. If possible, the candidate makes a

recommendation or presentation to the Board. The candidate is assessed on the quality of

the report and the presentation. (6.1, 6.2, 6.3)

19. Candidates spend some time observing and speaking with administrators at other levels in

the organization and prepare a report of similarities and differences in administrative

processes and leadership styles within the district. Candidates are assessed on the quality

of the report. (6.1, 6.2, 6.3)

20. Candidates facilitate the development, distribution and analysis of a community survey

designed to ascertain the public’s perception of how well the school is living up to its

published vision and/or mission statement. If possible, the results will be presented by

the candidate at a public forum or in house. The candidate will be assessed on the

efficiency of the process employed and the quality of the data analysis. (1.4, 1.5, 4.2)

21. Candidates will facilitate the design and implementation of a program (i.e. Family Math,

Homework Hotline, etc.) for parents to help them help their children to be successful in

school. Candidates will be assessed on the successful implementation of the program.

(4.1)

22. Candidates will identify at least five key leaders in their school community, justify why

each was selected, and identify their roles or potential roles in school improvement.

Candidates will be assessed on their analysis of the formal and informal power structure

of their school community. (4.1)

23. The candidate will work with the guidance department to develop or update a resource

directory of individuals and community businesses that could provide services such as

guest speakers, job shadowing opportunities, rewards for positive behavior and

achievement, etc. Candidates will be assessed on the completeness and the use of the

directory. (7.4)

24. The candidate will work with the guidance department and the mentor to develop or

update a resource directory of local service agencies that could provide services that

would be of value to the school or department. Candidates will be assessed on the

completeness and the use of the directory. (7.4)

25. The candidate will update and/or develop a faculty or student handbook. Candidates will

be assessed on the completeness and the use of the directory (3.1, 3.2)

26. The candidate will work closely with the mentor in matters involving student behavioral

and learning difficulties, possibly including conferences with parents and students, the

school’s Intervention and Referral Services (IR&S) Team, the school’s Child Study Team

(CST) and related follow-up activities. Candidates will be assessed on the quality of their

contribution to the process.(2.2, 4.1)

27. The candidate will participate in the administration of, and/or analysis of results of a

standardized tests and will prepare and present a written report of results. Candidates will

be assessed on the completeness and value of the report. (2.2)

28. The candidate will assist the mentor in conducting and/or presenting a faculty meeting.

Candidates will be assessed on the value of their contributions. (3.1)

29. The candidate will participate in designing and/or presenting a staff development activity

to other faculty. Candidates will be assessed on the value of their contributions. (2.4)

*The projects and activities listed do comprise an exclusive list. Candidates may develop additionalor alternative project/activities in consultation with their advisors.